Topic Overview
Plagiarism has been occurring in schools for decades. While many schools would simply like to stop plagiarism in its tracks, it is also important to be aware of the students’ motivation for choosing to compromise their academic integrity. First, it is key to define what actually constitutes as plagiarism or cheating. Some may consider it plagiarism “when a writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) material without acknowledging its source”. [Council of Writing Program Administrators, January 2003] On the other hand, there are students who are unaware of how to properly cite their sources or believe that the information they have does not have to be cited because it is readily available (likely through the internet) and therefore assumes it to be common-knowledge. The latter is more frequent with the widespread use of technology. A more basic definition of plagiarism is simply the use of ideas or written work that is clearly not one’s own.
So why do students choose to cheat? Possible answers include:
Poor Time Management Skills – A student may not plan for an assignment accordingly. Feeling overwhelmed and short on time, the student sees no other option but to misuse a source or suffer a low grade.
Low Self-Esteem – It is possible that due to the attitudes of peers or the expectations of parents or teachers, the student does not believe in the value of his or her work and feels compelled to use ideas that are not his or her own since they may never have been led to believe that they are capable of producing good work or that they have something valuable to say.
Plagiarism Is Not Always Treated As A Serious Offense – This is especially the case in younger grade levels. Children are encouraged to find and report on sources without citing to help them grow accustomed to using the technology, but such behaviors are not acceptable beyond a certain grade level.
Presented are only a few reasons a student may choose to cheat or plagiarize, but what is the role of educators? Informing students as to what constitutes as academic dishonesty should not rest on the shoulders of one teacher. Proper techniques should be emphasized according to what is expected for that grade level, with teachers being sure to prepare students for what is to come [Freedman, 2010]. Teachers must also understand that students will make mistakes and not every child comes to class knowing appropriate writing practices. Rules should be set in place to ensure students are aware as to what is and what is not acceptable, while being allowed multiple opportunities to model accepted practices.
Trend or Issue
Plagiarism is both a trend and an issue. The trend of academic dishonesty has increased with the advent of new technologies and easy accessibility to the internet. However, plagiarism is an ever-growing issue because of the prevalence in which it is being reported in schools across the nation. Students are able to access an unlimited number of sources with relative ease compared to more traditional “library-based” research methods (Sisti, 2007). Most research and learning now relies heavily on the use of the internet and technology, also introducing the possibility of widespread misuse and abuse.
Different Kinds of Plagiarism
Students often copy work simply because they do not know what constitutes plagiarism and may not even be aware of the different kinds. The following are mentioned briefly in the article (2007).
Verbatim Use of Ideas: The student does not properly reference the material.
Cryptomnesia: Refers to the use of another writer’s work where the plagiarism that occurs is perceived to be an unconscious act.
Confusion: Students do not know what plagiarism looks like or are unclear in how to properly cite their sources.
Student Reasons for Plagiarism
Most argue that students plagiarize due to lack of knowledge on how to properly cite their sources while others put the pressure on teachers to create more engaging assignments. The common reason students may feel justified when it comes to plagiarism falls in one seven categories as outlined in Ethics and Behavior (2007):
Confidence: The student lacks confidence in his ability to write good papers. Some students may also feel that an outside source may explain things better than he/she could.
Paraphrasing: The student believes changing words around is acceptable and/or only copying sections – but not the entire paper – is deemed okay.
Necessary: Some plagiarism occurs when a student feels that certain information is especially relevant and should definitely be included in their work.
Confusion: Students mistakenly believe that because a search yields many results that it should be assumed as common knowledge.
Peer Pressure: Students may feel that because other students are plagiarizing, it is okay for them to do so as well. They may also feel that their papers appear inferior when compared to those of students who decide to copy from sources or buy their papers.
Incompetence: The student sees the assignment as an all-or-nothing dilemma. The pressure to do well may be too great or if the student does not want to do the work plagiarism is seen as the best option.
Ease: It is simply easier to copy from sources, especially when faced with other difficult courses and obligations.
Exploring Student Attitudes
It is not enough to merely accept student reasons and excuses for being dishonest, but educators should try to understand what their decisions may be saying in regards to their lives and learning experiences. Teachers should not ignore their responsibility to their students and neglect the chance to teach appropriate writing practices. Is the teaching providing adequate time for the students to complete the assigned work? Is appropriate feedback provided? Are students provided with multiple chances to model accepted practices? Regardless, most agree that clear rules regarding plagiarism should be presented to the students. Suggested ways to help combat plagiarism in classrooms include having the students turn in their paper in sections (from rough draft to final product) and perhaps giving the student a chance to redo an assignment with proper guidance once plagiarism is detected instead of blindly issuing an “F” or not attempting to identify the cause (Walker, 2010).
With increasing advances in technology, the temptation to plagiarize may always be present for students, but with the right education and support hopefully students will not feel that it is a choice they are pressured into.
Bibliography
Defining and Avoiding Plagiarism: The WPA Statement on Best Practices. Council of Writing Program Administrators. This website gives a thorough definition of plagiarism. Possible causes of plagiarism are listed. The article also explores the responsibilities of educators in preventing academic dishonesty.
Is Plagiarism Really a Problem? (2010) htttp://www.ictineducation.org. This article is an opinion piece exploring the nature of plagiarism. The author is wary when presented with evidence attempting to prove that plagiarism is on the rise. He places the responsibility and some of the fault surrounding the issue mostly on educators.
Ma, Hongam Jane et al. (2008). Digital cheating and plagiarism in schools. Theory Into Practice, 47: 197-203. Retrieved June 8, 2012, from JSTOR database. This article discusses how the prevalence of the internet and technologies has changed student attitudes toward cheating. Growing up in the Internet age has its pros and cons. The authors explore how students are influenced by peers and the classroom environment.
Sisti, Dominic A. (2007). How do high school students justify internet plagiarism? Ethics & Behavior, 17(3), 215-231. Retrieved June 8, 2012, from JSTOR database. This article explores in-depth the various reasons students may give when choosing to plagiarize their work. Multiple definitions of plagiarism are given. Lists of justifications used by students when plagiarizing are used as well.
Walker, John. (2010). Measuring plagiarism: researching what students do, not what they say they do. Studies in Higher Education, 35(1), 41-59. Retrieved June 8, 2012, from the JSTOR database. This source gives names to different kinds of plagiarism educators may not be aware of. The article also explores the advantages and disadvantages of using online database software to monitor cheating.
Plagiarism has been occurring in schools for decades. While many schools would simply like to stop plagiarism in its tracks, it is also important to be aware of the students’ motivation for choosing to compromise their academic integrity. First, it is key to define what actually constitutes as plagiarism or cheating. Some may consider it plagiarism “when a writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) material without acknowledging its source”. [Council of Writing Program Administrators, January 2003] On the other hand, there are students who are unaware of how to properly cite their sources or believe that the information they have does not have to be cited because it is readily available (likely through the internet) and therefore assumes it to be common-knowledge. The latter is more frequent with the widespread use of technology. A more basic definition of plagiarism is simply the use of ideas or written work that is clearly not one’s own.
So why do students choose to cheat? Possible answers include:
Poor Time Management Skills – A student may not plan for an assignment accordingly. Feeling overwhelmed and short on time, the student sees no other option but to misuse a source or suffer a low grade.
Low Self-Esteem – It is possible that due to the attitudes of peers or the expectations of parents or teachers, the student does not believe in the value of his or her work and feels compelled to use ideas that are not his or her own since they may never have been led to believe that they are capable of producing good work or that they have something valuable to say.
Plagiarism Is Not Always Treated As A Serious Offense – This is especially the case in younger grade levels. Children are encouraged to find and report on sources without citing to help them grow accustomed to using the technology, but such behaviors are not acceptable beyond a certain grade level.
Presented are only a few reasons a student may choose to cheat or plagiarize, but what is the role of educators? Informing students as to what constitutes as academic dishonesty should not rest on the shoulders of one teacher. Proper techniques should be emphasized according to what is expected for that grade level, with teachers being sure to prepare students for what is to come [Freedman, 2010]. Teachers must also understand that students will make mistakes and not every child comes to class knowing appropriate writing practices. Rules should be set in place to ensure students are aware as to what is and what is not acceptable, while being allowed multiple opportunities to model accepted practices.
Trend or Issue
Plagiarism is both a trend and an issue. The trend of academic dishonesty has increased with the advent of new technologies and easy accessibility to the internet. However, plagiarism is an ever-growing issue because of the prevalence in which it is being reported in schools across the nation. Students are able to access an unlimited number of sources with relative ease compared to more traditional “library-based” research methods (Sisti, 2007). Most research and learning now relies heavily on the use of the internet and technology, also introducing the possibility of widespread misuse and abuse.Different Kinds of Plagiarism
Students often copy work simply because they do not know what constitutes plagiarism and may not even be aware of the different kinds. The following are mentioned briefly in the article (2007).
Verbatim Use of Ideas: The student does not properly reference the material.
Cryptomnesia: Refers to the use of another writer’s work where the plagiarism that occurs is perceived to be an unconscious act.
Confusion: Students do not know what plagiarism looks like or are unclear in how to properly cite their sources.
Student Reasons for Plagiarism
Most argue that students plagiarize due to lack of knowledge on how to properly cite their sources while others put the pressure on teachers to create more engaging assignments. The common reason students may feel justified when it comes to plagiarism falls in one seven categories as outlined in Ethics and Behavior (2007):
Confidence: The student lacks confidence in his ability to write good papers. Some students may also feel that an outside source may explain things better than he/she could.
Paraphrasing: The student believes changing words around is acceptable and/or only copying sections – but not the entire paper – is deemed okay.
Necessary: Some plagiarism occurs when a student feels that certain information is especially relevant and should definitely be included in their work.
Confusion: Students mistakenly believe that because a search yields many results that it should be assumed as common knowledge.
Peer Pressure: Students may feel that because other students are plagiarizing, it is okay for them to do so as well. They may also feel that their papers appear inferior when compared to those of students who decide to copy from sources or buy their papers.
Incompetence: The student sees the assignment as an all-or-nothing dilemma. The pressure to do well may be too great or if the student does not want to do the work plagiarism is seen as the best option.
Ease: It is simply easier to copy from sources, especially when faced with other difficult courses and obligations.
Exploring Student Attitudes
It is not enough to merely accept student reasons and excuses for being dishonest, but educators should try to understand what their decisions may be saying in regards to their lives and learning experiences. Teachers should not ignore their responsibility to their students and neglect the chance to teach appropriate writing practices. Is the teaching providing adequate time for the students to complete the assigned work? Is appropriate feedback provided? Are students provided with multiple chances to model accepted practices? Regardless, most agree that clear rules regarding plagiarism should be presented to the students. Suggested ways to help combat plagiarism in classrooms include having the students turn in their paper in sections (from rough draft to final product) and perhaps giving the student a chance to redo an assignment with proper guidance once plagiarism is detected instead of blindly issuing an “F” or not attempting to identify the cause (Walker, 2010).
With increasing advances in technology, the temptation to plagiarize may always be present for students, but with the right education and support hopefully students will not feel that it is a choice they are pressured into.
Bibliography
Defining and Avoiding Plagiarism: The WPA Statement on Best Practices. Council of Writing Program Administrators. This website gives a thorough definition of plagiarism. Possible causes of plagiarism are listed. The article also explores the responsibilities of educators in preventing academic dishonesty.Is Plagiarism Really a Problem? (2010) htttp://www.ictineducation.org. This article is an opinion piece exploring the nature of plagiarism. The author is wary when presented with evidence attempting to prove that plagiarism is on the rise. He places the responsibility and some of the fault surrounding the issue mostly on educators.
Ma, Hongam Jane et al. (2008). Digital cheating and plagiarism in schools. Theory Into Practice, 47: 197-203. Retrieved June 8, 2012, from JSTOR database. This article discusses how the prevalence of the internet and technologies has changed student attitudes toward cheating. Growing up in the Internet age has its pros and cons. The authors explore how students are influenced by peers and the classroom environment.
Sisti, Dominic A. (2007). How do high school students justify internet plagiarism? Ethics & Behavior, 17(3), 215-231. Retrieved June 8, 2012, from JSTOR database. This article explores in-depth the various reasons students may give when choosing to plagiarize their work. Multiple definitions of plagiarism are given. Lists of justifications used by students when plagiarizing are used as well.
Walker, John. (2010). Measuring plagiarism: researching what students do, not what they say they do. Studies in Higher Education, 35(1), 41-59. Retrieved June 8, 2012, from the JSTOR database. This source gives names to different kinds of plagiarism educators may not be aware of. The article also explores the advantages and disadvantages of using online database software to monitor cheating.
Curriculum Proposal
Elizabeth Cooper EDCI 6158 Proposal.docx
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